Teaching in Geriatrics: Is structured written feedback effective for lectures

Abstract Background Although there have been discussions about traditional lecturing, lectures are still largely a widespread concept of knowledge transfer. Therefore, it is important to constantly review and evaluate this format. The aims of this study were to analyze which effect a criteria-based written feedback has on the lecture course in geriatrics as an alternative to the conventional student evaluation. Furthermore, we wanted to investigate what kind of impact structured feedback has on lecturers in terms of content, organization and quality. Methods The study was a prospective longitudinal analysis. The 34 lectures on the subject of geriatrics were analyzed over two cohorts using a standardized evaluation sheet. The assessment was carried out on a 5-point-scale using a 22-item feedback instrument. After the first evaluation, each lecturer received an individual evaluation with strengths and suggestions for improvement. In the second cohort the lecture series was evaluated again, and individual feedback was sent. Results In six of 22 sub-categories the improvement was significant. The most significant improvement was made in terms of content/structure with an increase from 3.4 to 4.3 points. Conclusion This study shows that significant improvement in teaching is possible by means of individualized written feedback for the lecturers and that students perceive the resulting improvements positively. Our results suggest that the implementation of these feedback instruments in other modules might improve their teaching as well.


TEACHING IN GERIATRICS: IS STRUCTURED WRITTEN FEEDBACK EFFECTIVE FOR LECTURES
Theresa Pohlmann, 1 Klaus Hager, 2 Volker Paulmann, 1 and Sandra Steffens, 1 ,1. Medical School Hannover,Hannover,Niedersachsen,Germany,2. Medical School of Hanover,Hannover,Niedersachsen,Germany Background: Although there have been discussions about traditional lecturing, lectures are still largely a widespread concept of knowledge transfer. Therefore, it is important to constantly review and evaluate this format. The aims of this study were to analyze which effect a criteria-based written feedback has on the lecture course in geriatrics as an alternative to the conventional student evaluation. Furthermore, we wanted to investigate what kind of impact structured feedback has on lecturers in terms of content, organization and quality.
Methods: The study was a prospective longitudinal analysis. The 34 lectures on the subject of geriatrics were analyzed over two cohorts using a standardized evaluation sheet. The assessment was carried out on a 5-point-scale using a 22-item feedback instrument. After the first evaluation, each lecturer received an individual evaluation with strengths and suggestions for improvement. In the second cohort the lecture series was evaluated again, and individual feedback was sent.
Results: In six of 22 sub-categories the improvement was significant. The most significant improvement was made in terms of content/structure with an increase from 3.4 to 4.3 points.
Conclusion: This study shows that significant improvement in teaching is possible by means of individualized written feedback for the lecturers and that students perceive the resulting improvements positively. Our results suggest that the implementation of these feedback instruments in other modules might improve their teaching as well. The John A Hartford Foundation and the Institute for Healthcare Improvement (IHI)'s 4Ms of mentation, mobility, medications and (what) matters most provide a much-needed framework for helping system leaders and frontline teams consistently deliver high-quality, age-friendly care. Geriatric Fast Facts (GFFs) is a virtual resource providing teachers/ learners with peer-reviewed, evidence-based summaries on topics essential to older adult care via a searchable website [www.geriatricfastfacts.com]. To determine if GFFs can be classified by the 4Ms we initially did a free text search of all GFFs. That revealed GFFs whose foci were unrelated to the 4Ms (e.g., mobility emerged in a fluoroscopy GFF as a minor element related to patient positioning). Therefore, all GFFs were independently reviewed by a geriatrician and the website manager and classified according to the 4M rubric (a single GFF can be classified in multiple M's such as #93 on Age Friendly Health Systems). Any differences were adjudicated by the GFF editor. 64% (60/ 93) of GFFs strongly linked to one of the 4Ms. The number of GFFs dedicated to the 4Ms are as follows: 20 what matters most, 18 medications, 13 mentation, and 9 mobility. Those that were not coded within 4Ms were often very disease/specialty oriented. A total of 36 were not classified. For example, GGF #39 focuses on the etiologies of anemia among older adults. The 4M framework can be easily applied to educational materials to support consistent and clear conceptual model across learning conditions and materials. One of the most popular courses for undergraduate students, Introduction to Psychology, is often students' first exposure to scientific and clinical facts about Alzheimer disease Innovation in Aging, 2021, Vol. 5, No. S1

761
GSA 2021 Annual Scientific Meeting